This article is part of the Research Topic Development of executive function during childhood

Original Research ARTICLE

Front. Psychol., 17 June 2014 | doi: 10.3389/fpsyg.2014.00593

Less-structured time in children's daily lives predicts self-directed executive functioning

  • 1Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
  • 2Department of Psychology, University of Denver, Denver, CO, USA

Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.

Keywords: cognitive development, self-directed executive function, leisure time, unstructured activities, verbal fluency

Citation: Barker JE, Semenov AD, Michaelson L, Provan LS, Snyder HR and Munakata Y (2014) Less-structured time in children's daily lives predicts self-directed executive functioning. Front. Psychol. 5:593. doi: 10.3389/fpsyg.2014.00593

Received: 04 February 2014; Accepted: 27 May 2014;
Published online: 17 June 2014.

Edited by:

Yusuke Moriguchi, Joetsu University of Education, Japan

Reviewed by:

Adele Diamond, The University of British Columbia, Canada
Angeline Lillard, University of Virginia, USA

Copyright © 2014 Barker, Semenov, Michaelson, Provan, Snyder and Munakata. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Jane E. Barker, Department of Psychology and Neuroscience, University of Colorado Boulder, 345 UCB, Boulder, CO 80309, USA e-mail: jane.barker@colorado.edu

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